The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
Organizational Climate Affecting the Professional Learning Community of
Teachers under Khon kaen Municipality
Jullie Seesakote 1 (Jullie_ple2@hotmail.com)
Dr.Wallapha Ariratana 2 (nidwallapha@gmail.com)
Abstract
The objectives of this research were: 1) to study level of the organizational climate of
school under Khon Kaen Municipality 2) to study level of professional learning community of
teachers under Khon Kaen Municipality 3) to study the relationship between organizational
climate with professional learning community of teachers under Khon Kaen Municipality and
4) to study the organizational climate affecting the professional learning community of
teachers under Khon Kaen Municipality.The sample were administrators and teachers at 11
schools under Khon Kaen Municipality total of 257 persons .Tool was the questionnaire as
rating scale 5 levels. The statistics used frequency , percentage , mean , standard deviation ,
Pearson correlation coefficient and multiple regression analysis.
The research findings found that:
1. Organizational climate of schools under Khon Kaen Municipality overall the level
of "High" the highest average was risk and the lowest was environment.
2. The professional learning community of teachers under Khon Kaen Municipality
overall level of "High" the highest average was the shared vision the lowest was promotion of
learning and information technology.
3. All the organizational climate correlated positively with the professional learning
community of teachers under Khon Kaen Municipality statistically significant at the 0.01 .The
"High" correlation was performance standards. The "less" correlation was organizational
structure.
4. Organizational climate affecting the professional learning community of teachers
under Khon Kaen Municipality statistically significant at the 0.01 was performance standards,
values and behaviors and organizational structure. Writing to the following equation.
Unstandardized Score Predictive Equation: Ŷ=1.977+0.295(X3)+0.327(X2)- 0.138(X1)
Standardized Score Predictive Equation: ẐY = 0.521(Zx3) +0.415(Zx2) - 0.131(Zx1)
Keywords: Organizational Climate , Professional Learning Community of Teachers
Introduction
Khon Kaen Municipality was another organization being aware of significance of
teachers’ professional learning development. Its major strategy included both of Educational
Reform, and Educational Management focusing on individual differences so that the teachers
would be able to develop their students based on potentiality. The enhancement for shared
learning process or Professional Learning Community (Panich, 2012), was another alternative
for Khon Kaen Municipality since the research findings supported that when teachers could
have opportunity in shared learning, the students’ learning achievement would be increased.
(Pongsriwat, 2013) Therefore, the Department of Education, Khon Kaen Municipality
specified policy for schools under jurisdiction to construct the teachers’ professional learning
1Department
of Educational Administration, Faculty of Educational, Khon Kaen University
Associate Professor, Department of Educational Administration, Faculty of Educational, Khon Kaen University
2
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
community so that the teachers would share and learn together.(Department of Education
Khon Kaen Municipality, 2012) So, the school administrators as organizational leaders, had
to promote and support the teachers to obtain self development in new approach of knowledge
management (Thepphawan, 2005) under adequate climate since the organizational climate
facilitating learning, would stimulate the cooperation as well as team learning (Iammaleerat,
2009) and could affect professional learning community of teachers under Khon Kaen
Municipality.
Research Questions
1. What the level of organizational climate of schools, under Khon Kaen Municipality?
2. What the level of teachers’ professional learning community of schools, under
Khon Kaen Municipality?
3. How the relationship between organizational climate of schools, and the
professional learning community of schools of teachers under Khon Kaen Municipality?
4. What the organizational climate affecting the professional learning community of
teachers, under Khon Kaen Municipality?
Research Objectives
1. To study the level of organizational climate of schools, under Khon Kaen
Municipality.
2. To study the level of teachers’ professional learning community of schools, under
Khon Kaen Municipality.
3. To study the relationship between organizational climate of schools, and the
professional learning community of schools of teachers under Khon Kaen Municipality.
4. To study organizational climate affecting the professional learning community of
teachers, under Khon Kaen Municipality.
Research Methodology
Population and samples
Population using in this study consisted of school administrators and teachers of 11
schools, under jurisdiction of Khon Kaen Municipal in 2013 academic year, including 31
school administrators, and 522 teachers, total of 553 persons. The sample size was determined
by using Krejcie and Morgan’ Table. The Stratified Random Sampling was administered
based on school size. The obtained samples were 31 school administrators, and 226 teachers,
total of 257 persons.
Variables
Independent Variables were 5 aspects of organizational climate including: 1) the
organizational structure, 2) the value and behavior, 3) the work practice standard, 4) the risk,
and 5) the environment. Dependent Variable was the teachers’ professional learning
community.
Instruments
The instrument using for data Collection of this study was the Questionnaire
constructed based on the objective, synthesized document and related research studies as well
as conceptual framework. It consisted of 3 Parts. Part 1, was the Questionnaire asking the
respondents’ demographic data. Part 2, was the Questionnaire asking the opinion on
organizational climate. Part 3, was the Questionnaire asking opinion on teachers’ professional
learning community. The instrument validation was performed by:
1. The investigation of Validity, was performed by presenting the Questionnaire for 5
experts, found that the IOC values ranged between 0.80-1.00.
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
2. The Reliability Check was performed by Trying out 10 issues of the validate and
improved Questionnaire from advisor and experts, with the administrators and teachers in
Municipal School 1 Sawang Wittaya, under Nongkai Municipality. The Reliability of total
issue was = 0.96.
Data Analysis
1. The respondents’ demographic data were analyzed by tallying the Frequency, and
finding the Percentage.
2. Data of opinion organizational climate, and professional learning community of
̅), and
teachers under Khon Kaen Municipality were analyzed by using the statistic as Mean (X
Standard Deviation )S.D.).
3. Relationship between the organizational climate, and professional learning
community of teachers, under Khon Kaen Municipality was analyzed by using the Pearson
Product Moment Correlation Coefficient.
4. Organizational climate affecting the professional learning community of teachers,
under Khon Kaen Municipality was analyzed by using the Stepwise Multiple Regression
Analysis.
Conclusions and Discussions
Conclusions
1. Organizational climate of schools, under jurisdiction of Khon Kaen Municipality, in
overall of 5 aspects, was in “High” level. Considering each aspect, it was in “High” level in
every item. The aspect with highest level of average value, was the risk. On the contrary, the
aspect with lowest level of average value, was the environment.
2. Professional learning Community of teachers under jurisdiction of Khon Kaen
Municipality in overall of 4 aspects, was in “High” level. Considering each aspect, it was in
“High” level in every item. The aspect with highest level of average value, was the shared
value. On the contrary, the aspect with lowest level of average value, was the enhancement of
learning source and information technology.
3. There was positive relationship between Organizational climate of schools, and
teachers’ Professional learning Community at .01 significant level. The Multiple Correlation
Coefficient (r) ranged between 0.237-0.773. The aspect correlated in “High” level included:
the work practice standard, and the value and behavior. On the contrary, the aspect correlated
in “Low” level was the organizational structure.
4. Organizational climate affecting the Professional learning Community of teachers
under jurisdiction of Khon Kaen Municipality, found that all of 5 aspects of independent
variables in organizational climate, after being tested, there were 3 aspects could jointly
predict the professional learning community of teachers under Khon Kaen Municipality at
0.01 significant level including: the work practice standard, the value and behavior, and the
organizational structure. The predictive power was 68.00% which could construct the
predictive equation in raw score (b), and standard score )β( as follows:
Unstandardized Score Predictive Equation: Ŷ = 1.977 + 0.295)X3( + 0.327(X2) - 0.138)X1(
Standardized Score Predictive Equation : ẐY = 0.521(Zx3) + 0.415(Zx2) - 0.131(Zx1)
Discussions
1. Organizational climate of schools under Khon Kaen Municipality, in overall, was in
“High” level. Since the Khon Kaen Municipality had vision in developing the organization
into supportive society, peacefulness, learning, and being nice to live sustainably.
(Department of Education Khon Kaen Municipality, 2012) Consequently, all schools under
jurisdiction classified the organization under this vision. Consequently, the Organizational
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
climate of schools, in overall, was in “High” level. It was supported by Pannipa Muangkram’s
(2007) study in “Organizational Climate Dimension affecting Quality of Life in Teachers
under Private School in Khon Kaen Province,” found that the organizational climate
dimension of private schools in Khon Kaen, in overall, was in “High” level.
The aspect with highest level of average value, was the risk. Because every school
was official work unit including the risk assurance. For the at risk work to be mistake, the
school would hold conference for consulting, planning, and using the existed data for
considering possibility before making decision. It was supported by Tananat Chanrin’s (2007)
a vision that, elements of organizational climate risk influence and success is what motivates.
of employees with high performance as well. Because these employees have high selfconfidence want a chance to take responsibility for challenging and risky. In order to be
accepted by the guest. Operational risk of error must be clearly defined performance
standards. In order to perform such work. highest quality.
The aspect with lowest level of average value, was the environment because
according to the SWOT analysis of Educational Management of Khon Kaen Municipality,
there were many obstacles in environment as the causes of lowest level in this aspect since the
environment could influence the instructional management. The school administrators and
teachers were aware of significance in providing the environment for facilitating both of
learning, and working (Jaemauseng, 2010)
2. Professional learning community of teachers under Khon Kaen Municipality in
overall, was in “High” level. Since the strategies for educational management of Khon Kaen
Municipality emphasized on development for teachers as well as staffs to be able to work
efficiently.
The aspect with highest level of average value, was the shared vision. Because
Khon Kaen Municipality specified its vision that “the center of economic of Esan Region,
supportive society, learning, nice to live sustainably.” Learning was to construct the society
for formal learning, informal learning, and non formal learning. It indicated the vision aimed
to learning truly. In addition, another strong point of Education in Khon Kaen Municipality
was : the administrators had their vision in Educational Management emphasizing on both of
comprehension and participation. (Department of Education Khon Kaen Municipality, 2012)
The aspect with lowest level of average value, was the enhancement of learning
source and information technology due to the analysis in Educational Management of
organization as Khon Kaen Municipality, found that the communication system among work
units, was slow. (Department of Education Khon Kaen Municipality, 2012) It might affect
working system, convenience to access information as well as learning source, and usage of
information technology for teachers’ self development and knowledge management.
3. Relationship between organizational climate, and professional learning community of
teachers under Khon Kaen Municipality, found that there was relationship between every
aspect of organizational climate, and learning community of teachers under Khon Kaen
Municipality at 0.01 significant level.
The aspect with relationship in “High” level, was the work practice standard and
value and behavior. Because the school specified teachers’ work standard relevant to vision
focusing on sharing process and professional development. Consistent with Litwin & Stringer
(1968) said That , the performance standards is associated with stimulation of the demand for
success. These relations are straightforward. In general, if the performance standards are high
success will be higher as well.
The aspect with low relationship in “Low” level, was the organizational structure
since the school under jurisdiction of Khon Kaen Municipality included precise and stable
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
work practice structure. (Department of Education Khon Kaen Municipality, 2012) There was
a little change or no changes at all.
4. The organizational climate could predict professional learning community of teachers
under Khon Kaen Municipality, at 0.01 significant level, in 3 aspects: the work practice
standard, the value and behavior, and the organizational structure respectively.
The work practice standard affected professional learning community of teachers
under Khon Kaen Municipality, in the same direction because the coefficient of variables in
work practice standard, the value was positive since the Department of Education in
Municipality specified the vision that “Standard Educational Management, Development of
Learning Society to ASEAM Community.” (Department of Education Khon Kaen
Municipality, 2012) Consequently, the schools determined their work practice standard
relevant to vision. Consistent with Somchai Wongnaya (2004) said that, the organization of
learning it based on the performance standards. Because of the organizational guidelines to
work clearly. The criteria in the evaluation a quality system effectively. As well as monitoring
the quality of work of the agency. Regularly Affects the organization as a learning
organization.
The value and behavior affected learning community of teachers under Khon
Kaen Municipality, in the same direction. Since the coefficient of variables in value, was
positive. Because the Office of Khon Kaen Municipal Education, stated policy for schools
under jurisdiction to construct the professional learning community of teachers so that
teachers would learn and share with each other. (Department of Education Khon Kaen
Municipality, 2012) Education is focused on professional learning communities of teachers.
With an emphasis on teamwork honor respect and mutual trust. The system is also enhancing
morale. As a result, teachers are working , leaning and sharing in a friendly manner.
The organizational structure affected and professional learning community of
teachers under Khon Kaen Municipality, in opposite direction since the coefficient of variable
in organizational culture, was negative. According to the analysis of Educational Management
by Khon Kaen Municipality, found that the organizational structure was precise. (Department
of Education Khon Kaen Municipality, 2012) In addition, the highest level of average value
of organizational structure, was “the schools specify management structure as well as work
characteristic appropriately and clearly. On the contrary, the issue with lowest level of
average value, was “the schools consist of modern and multi dimension of communication
system.” It indicated that although the structure was precise, there was weak point in
communication system which might affect the teachers’ professional learning community in
opposite direction. However, after adding the organizational structure into equation, the
organizational climate obtained more power in predicting teachers’ professional learning
community. It was supported by Pannipa Muangkram’s (2007) study in “Organizational
Climate Dimension affecting Quality of Life in Teachers under Private School in Khon Kaen
Province. Loei Rajabhat University, found that the predictive variable which could predict the
teachers’ quality of life most, was the supportive dimension. When the organizational
organization was added, the predictive power would be increased.
Recommendations
Recommendations from this study
1. Khon Kaen Municipal should enhance the learning source as well as information
technology for moving the teachers’ learning community, for instance, the connection of
working system with the information technology, and the convenience for data source to be
accessed.
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
2. School should give an importance in enhancing the organizational climate
especially in the working standard, value as well as behavior, and organizational structure
because they were major factors affecting the teachers’ professional learning source, for
instance, the teachers’ determination guidelines for shared learning, the development of value
in team working, and the construction of modern and precise communication system.
3. The school should give an importance to organizational climate in environment
because its average value was lowest, by providing the environment situation to facilitate the
work practice, promoting the information technology media, and the budget support to be
sufficient. Although the environmental situation didn’t affect the teachers’ professional
learning community, it might affect the other kinds of work implementation.
4. The teachers should give an importance to the professional learning community by
continuous learning, for instance, the searching for information and news, and the usage of
information technology for self development.
Recommendations for future research
1. The organizational climate affecting the teachers’ professional learning community
should be studied by Qualitative Research through the in-depth data collection, for instance,
the Interview, Focus Group Discussion in order to obtain empirical information as well as
fact.
2. The successful organizational climate in the teachers’ professional learning
community should be studied by Case Study in order to obtain guidelines for school
management into the teachers’ vocational learning community.
References
Boonraksa, T.(2010). Factors affecting the professional learning community of school
under the local organization administration in Loei province (MEd thesis). Loei:
Loei Rajabhat University.
Chaiyanan, K. (2011). The development of strategy supporting the process of community
learning through school-based approach in the upper northern region of Thailand
(PhD thesis). Chiang Rai: Chiang Rai Rajabhat University.
Chanrin, C.(2007). The Influence of human resources management and organizational
climate on job performance among the northern region industrial estate employees
(MSc thesis). Chiang Mai: Chiang Mai University.
Chumtup, C.(2005). Organizational climate in basic education institutes under the
jurisdiction of Nakhon Ratchasima educational service area 5 (MEd thesis). Nakhon
Pathom: Nakhon Pathom Rajabhat University.
Iammaleerat, P.(2008). The affects of psychological factors and organizational climate on
organizationally successful behavior (MSc thesis): Ramkhamhaeng University.
Jaemauseng, Z.(2010). Organizational climate in primary schools as perceived by teacher in
primary schools under the jurisdiction of Narathiwat primary educational service
area office 3 (MEd thesis): Songkla University.
Muangkram, P.(2007). Organizational climate dimensions affecting quality of working life of
private school teachers in Khon Kaen Province (MEd thesis):Loei Rajabhat University.
Panich, V.(2012). Learning for students in the 21st century. Sodsri – Saritwong Foundation.
Bangkok.
Pisutsintop, S.(2010). A model of professional learning
community development in the
Catholic University (PhD thesis): Vongchavalitkul University.
Sroinam, S.(2004). A development of the learning organization model in the secondary
schools (PhD thesis). Khon Kaen: Khon Kaen University.
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
Supervisory Unit in the educational office of Khon Kaen Municipality. (2012). The
Assessment Report of education in school under Khon Kaen Municipality: Khon Kaen.
Thaviphruksirikun, P. (2010). Association between organizational atmosphere and self –
development among officials of department of Labor Protection and Welfare,
Ministry of Labor (M.A. thesis): National Institute of Development Administration.
Thepphawan, P. (2005). Dimensions of organizational climate toward developing learning
organization : best practice of North – Chiang Mai University [thesis]: North –
Chiang Mai University.
Wongnaya, S.(2004). Factors affecting learning organization of Rajabhat Universities in the
Northern Region : Kamphaeng Phet Rajabhat University.
Department of Education Khon Kaen Municipality.(2012). Strategic Plan Educational
development (2013-2015) [online]. cited 10 September 2013 ; Available from: URL:
www. edukhonkaen. org/./.
Pongsriwat, S.(2013). Leadership [online]. cited 30 September 2013 ; Available from: URL:
suthep. crru.ac.th/ leader31.doc.
Ruangpayak, S.(2012). Knowledge-based Society 2 [online]. cited 12 September 2013 ;
Available from: URL: sps.lpru.ac.th/script/show_article.pl?mag_id=13&group_id=57.
Tarasena, P.(2008). Learning Organization [online]. cited 4 November 2013 ; Available
from: URL:inside. cm. mahidol.ac.th/mkt/images/article/PDF/ Lo1.pdf. )In Thai).
Litwin, G.H. and Stringer , R.A.(1968). Motivationand Organizational Climate. Boston :
Division of research , Graduate school of business administration, Harvard University.